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Autor/inn/enMackie, Sylvia Anne; Thongpravati, Onnida
TitelIdentifying Curricular Tensions in a Technology Innovation Doctoral Programme
QuelleIn: Innovations in Education and Teaching International, 56 (2019) 2, S.130-139 (10 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1470-3297
DOI10.1080/14703297.2017.1329094
SchlagwörterDoctoral Programs; School Business Relationship; Innovation; Curriculum Design; Stakeholders; Stress Variables; Biotechnology; Social Theories; Foreign Countries; Educational Quality; Australia
AbstractThis project investigated the curriculum of a new industry-collaborative PhD in technology innovation. While the programme was in its early stages, we focused on conceptualising its curricular design with the aim of unpacking its complexity and, where possible, mitigating its tensions. The use of an activity theory framework to delineate the learning environment led to our envisioning the doctoral curriculum as an 'instrument' in the educational activity system. In our exploration of tacit and explicit understandings of the curriculum, we found areas of productive tension reflecting competing pressures on the stakeholders in the system, including the programme's candidates. These tensions mainly relate to integrative and accelerated aspects of the programme and the multi-disciplinarity of its research focus. Our report on these findings will contribute to the programme's evaluation, as well as informing ongoing curriculum refinement. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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